School Grade Level 7

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The Learner demonstrates understanding of key concepts of sets and the real number system.
Standards
2. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety
Standards of strategies.

3. Learning
Competencies /
Objectives Describes principal roots and Determines between what Estimates the square root of Plots irrational numbers (up
tells whether they are two integers the square root a whole number to the to the square roots) on a
irrational or irrational of a number is. nearest hundredth. number line.
M7NS-Ig-1 M7NS-Ig-2 M7NS-Ig-3 M7NS – Ig - 4
a. Describe what a a. Determine between a. Identify the two nearest a. Estimate the square
principal root is. what two integers the square root of a whole root of a whole
b. Determine whether a square root of a number. number to the
principal root is number is. nearest hundredth.
rational or irrational. b. Estimate the square
root of a whole number b. Plot irrational
c. Value accumulated b. Value accumulated numbers (up to
knowledge as means to the nearest
knowledge as means
of new understanding hundredth. square roots) on a
of new understanding.
number line.
c. Value accumulated c. Value accumulated
knowledge as means knowledge as means
of new understanding of new understanding
II. CONTENT Principal Roots Irrational Numbers Irrational Numbers Irrational Numbers
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages LCTG Lesson 10 LCTG Lesson 11 LCTG Lesson 10 LCTG Lesson 10

2. Learner’s
Materials LM pages 63 - 67 LM pages 63 - 67 LM pages 63 - 67 LM pages 63 - 67
pages
3. Textbook
pages TG pages 84 - 89; TG pages 84 - 89;
Elementary Algebra Elementary Algebra
TG pages 84 - 89; pages 73 - 75; G.Nivera, pages 73 - 75; G.Nivera,
G.Nivera, A.Dioquino, TG pages 84 - TG pages A.Dioquino, O.Buzon, A.Dioquino, O.Buzon,
O.Buzon, T.Abalajon- 84 - 89; Julieta G. Bernabe, T.Abalajon- Making T.Abalajon- Making
Making Connections in Math Elementary Algebra pages Connections in Math I Connections in Math I
I pages 73 - 75 73 – 75. pages 73 – 77; Elementary pages 73 – 77; Elementary
Algebra UbD by E. Ato- Algebra UbD by E. Ato-
Lopez and Virgilio L. Lopez Lopez and Virgilio L. Lopez
page 23 page 23

4. Additional
Materials from http://www.wikihow.com/ www.googlemap.com; https://
Learning http://www.math.com/school www.youtube.com/
Irrational-numbers
Resource (LR) /subject1/lessons/S1U1L9E watch?v=TlwIJYrJXxY
portal X.html

B. Other Learning laptop, projector, activity manila paper, marker, manila paper, marker, manila paper, marker,
Resources sheet, LCTG by DepEd pictures, LCTG by DepEd number line chart, LCTG by number line chart, LCTG by
Cavite Mathematics 2016 Cavite Mathematics 2016 DepEd Cavite Mathematics DepEd Cavite Mathematics
 2016 2016
IV. PROCEDURES

A. Reviewing previous Find the square root of each

lesson or presenting of the following: Select your Plot It!: Given the square
the new lesson answer in the box. roots below, plot each on a
Give the value of the number line.
5 1/3 10
following.
7 1/2
1. √36
1. √49 = _____ 2. +√49
2. √25 = ______ 3. -√81
3. √100 = _____ 4. √3
5. √5
4. = _____ NOVELETA

NAIC

5. = ____ TERNATE

ROSARIO

TANZA
GMA
√5

- If you are from West/

Ternate going to
Manila, what are the
Municipalities/ cities
that you’re going to
pass through?
- Which is not
included?
B. Establishing a
purpose for the
lesson 1. How to plot the following
points on a number line
which is not perfect?

Determine between what

two integers the square root 1. How to get the
of a number lies. square of a perfect
1. √2 square?
2. √15
3. √40 2. Analyze the given
Answer the following: examples above.
What have you
1. How do you observed?
determine between
what two integers the 3. How to get the root of
square root of a number the following
lies? numbers which is not
perfect?
2. Describe the two
integers.

C. Presenting examples/ If a principal root is a. Estimate b. Estimate 7 to the

The symbol denotes a to the √
instances of the irrational, the best you can
nearest nearest hundredth.
lesson square root. To indicate the do for now is to give an
hundredth. - What are the two
existence of two roots, we estimate of its value. You
 have to determine between - What are the two consecutive integers
write ± . To denote only
what two integers the consecutive integers in which 7 lies?
√
the principal root (positive square root of a number is. in which lies? Answer: the principal
Example:
root only), we use . To Answer: the principal root 7 is between 2
The principal roots are √
indicate that we are looking given below. Find the two root is between 3 and 3
for the negative root, we use integers in which each - What are the
irrational number lies. and 4 principal roots of the
- - What are the two integers?
(a) principal roots of the
Example: Answer: the principal
(b) two integers? roots of the two perfect
= 8 Answer: the principal squares are 4 and 9
(c) roots of the two perfect - What is the middle
- = -8
squares are 9 and 16 value between the two
Solution:
± = ±8 - What is the middle integers? Take the
(a) value between the two square of it.
4 is a perfect integers? Take the Answer: 2.5 is the
integer square and square of it. middle value
2 is its principal Answer: 3.5 is the between 2 and 3,
Therefore, in ± = ± x, square root. middle value computing (2.5)2 = 6.25.
9 is the next between 3 and 4, - Compute for the
if y is a perfect square then perfect integer computing (3.5)2 = squares of numbers
x is a rational number. square and 3 is its 12.25 between the first
3. How about , and principal square - Compute for the integer and the middle
squares of numbers value.
root. Therefore, between the first Answer: Squares of
is between 2 and integer and the middle numbers between 3 and
? Are they rational or 3. value. 3.5
Answer: Squares of (2.6)2 = 6.76, (2.7)2 =
irrational?
numbers between 3 and 7.29
Answer: Since we cannot (b) 3.5
find a decimal number 9 is a perfect (3.1)2 = 9.61, (3.2)2 = - 7 is closer to what
which when squared will integer square and √
10.24, (3.3)2 = 10.89,
3 is its principal number?
and (3.4)2 = 11.56
square root. Answer: 7 is closer
 16 is the next to 6.76 (2.6)2 than to
- is closer to what
perfect integer 7.29 (2.7)2
square and 4 is its number? - Estimate 7 according
Answer: 12 is closer √
principal square
to 12.25 (3.52) to the result.
root. Therefore,
than to 11.56 Answer: Therefore,
(3.42) 7 is
is between 3 √
- Estimate according approximately
and 4. 2.6.
to the result.
give us , and Answer: Therefore, a. Plot on a
(c)
number line
respectively, we can say 25 is a perfect is
that these numbers are integer square and 5 approximately .
irrational. is its principal 3.5. √7
square root.
36 is the next
perfect integer
square and 6 is its
principal square
root. Therefore,
is between 5 and 6.

D. Discussing new 1. How will you describe the Determine between what
concepts and principal root of a positive two integers the square root Pick the two nearest Watch video
practicing new skills number? negative number? of a number is. Select the square root of a given https://www.youtube.com/
#1 2. How will you determine if a whole number. watch?v=TlwIJYrJXxY
answer in the box.
principal root is rational or
irrational number? 1 2 3 4 5 6 7 8 2 3 4 5 6 7 8 Plot the following points on
1. √11 a number line.
9 10 11 12 13
2. √28 1. 15
√
3. √30 a. 11
√ 2. 3
4. √166 √
b. 26
√ 3. 11
√
 c. 55
√
5. √110

E. Discussing new Supply the missing value and By Pair

concepts and put a / whether the principal Estimate each
practicing new skills root of each number is square root to the nearest
#2 rational or irrational. Given each irrational tenth and plot on a number
number, find the two By Pair line.
integers in which it lies. Estimate each
Encircle the correct square root to the nearest a. Hint:
answer. hundredth and plot on a is between 4
a. number line.
and 5
*3 and 4 *4 and 5 *5 and 6 a. Hint: is
b. Hint:
between 4
b. and 5 is between 7
*3 and 4 *4 and 5 *5 and 6
b. Hint: and 8
c. c. Hint:
*4 and 5 *5 and 6 *6 and 7 is between 7 and
d. 8 is between 9
*6 and 7 *7 and 8 *8 and 9 c. Hint: and 10

e. is between 9 and
*8 and 9 *9 and 10 10
*10 and 11

H. Developing mastery Sort the numbers into two Find the two integers Estimate first the given Estimate first the given
(Leads to Formative groups, rational or irrational. between which the given square roots to the nearest square roots to the
Assessment 3) Write the numbers in the square root lies. hundredth then plot and nearest tenth then plot
label each on the number and label each on the
 appropriate bubble. line below. number line below.

A.
B.
C.
D.
E.

2.343443444… 0.8 a.

b.
A
c.
B.
d. C.
D.
e. E.

Rational Irrational

I. Finding practical FACT OR BLUFF. Answer each of the Solve each problem. Solve each problem.
applications of If the principal root of the following: a. A standard Grade 7 a. The length of a
concepts and skills in given number is irrational, a. Find the two integers classroom measures rope used in a
daily living say “FACT”. Otherwise, say between which the given 7m by 9m. Its diagonal school game is
“BLUFF”. Provide square root lies.
 justification.
4. meters. Find
a) The circumference of your
favorite DEXTER’s its length up to
5. the nearest tenth.
pizza.
b. Plot each square root
(a. and b.) on a
3 number line.
6 b. If the area of
the picture
frame inside the Lola is . Estimate the
Nidora’s
house is 110 in2, value of to the
The length of the side of
determine
a square with an area of: nearest tenth.
the two closest integers
b) 49
representing its side.
c) 1
d) 5
e) 24

J. Making Principal nth root of a The square root of a

generalizations and number number can be Square roots which
th
abstractions about The principal n approximated by looking for
are irrational such as ,
the lesson root of a positive number is consecutive integers
the positive nth root. The between which the square
and can be estimated or
principal nth root of a root lies.
negative number is the approximated to the
negative nth root if n is odd. If nearest tenth from the
n is even and the number is values between which the
negative, the principal nth square root lies. Through Square roots which
root is not defined. The this, you may plot each
are irrational such as ,
notation for the principal nth square root on a number
line.
 root of a number b is . In and can be estimated or
this expression, n is the approximated to the
index and b is the radicand. nearest tenth from the
The nth roots are also called values between which the
radicals. square root lies. Through
this, you may plot each
Classifying Principal nth square root on a number
Roots as Rational or line.
Irrational Numbers
To determine whether a
principal root is a rational or
irrational number, determine
if the radicand is a perfect
nth power of a number. If it
is, then the root is rational.
Otherwise, it is irrational.

K. Evaluating learning Tell whether the principal Between which two Estimate each square root
root of each number is consecutive integers does Estimate each square root to the nearest hundredth
rational or irrational. the square root of the to the nearest hundredth. and plot each on a number
a. following lies? line.
1. √8 a. a.
b. 4. √45
2. √101 b. b.
c. 5. √140
3. √75 c. c.
d. d. d.

e. e. e.

L. Additional activities 1. Review: Rational and 1. Follow-up: Do 1. Follow-up: Do 1. Study: The Absolute
 for application or Exercises B.nos. 1-5 Exercises B.nos. 1-5 Value of a Number
Irrational Numbers
remediation page 67 page 67
2. Study: Learner’s Material
2. Study: Learner’s 2. Study: Learner’s
pp. 65-66
Material pp.66-67 Material pp.66-67

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
 principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?